Journal of Research in Innovative Teaching - National University

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References Coburn, C. E. (2001). Collective sense-making about reading: How teachers mediate reading policy in their professional communities. Educational Evaluation and Policy Analysis, 23(2), 145–170. Darling-Hammond, L. (1997) The right to learn. San Francisco, CA: Jossey-Bass. Editorial Projects in Education. (2007). Diplomas Count 2007: Ready for what Preparing students for college, careers, and life after high school. Education Week, 26(40). Lee, J., Grigg, W. S., & Donahue, P. (2007). The nation’s report card: Reading 2007 (NCES 2007-496). Washington, DC: U.S. Government Printing Office. Marzano, R. J., Pickering, D., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development. Nieto, S. (2009). From surviving to thriving. Educational Leadership, 66(5), 8–13. Stronge, J. H. (2002). Qualities of effective teachers. Alexandria, VA: Association for Supervision and Curriculum Development. Turley, S. (2005). Professional lives of teacher educators in an era of mandated reform. Teacher Education Quarterly, 32(4), 137–156. Wiggins, G., & McTighe, J. (2008). Put understanding first, Educational Leadership, 65(8), 36–41. About the Author Dee L. Fabry PhD, Assistant Professor Department of Teacher Education School of Education National University La Jolla, CA dfabry@nu.edu Major research interests: Assessment and evaluation, effective teaching strategies, effective online practices 29
Appendix Teacher Skills Self-Assessment Checklist The following checklist is adapted from Qualities of Effective Teachers, by James H. Stronge. Directions: 1. Use the following scale to score your qualities as a teacher. 2. Then, review the checklist and highlight the HE and AE qualities in blue. 3. Go on to highlight the E qualities in green. 4. And finally, highlight the ME and IE qualities in yellow. 5. Reflect on the ME and IE qualities. What skills and knowledge do you need to acquire to move these into the E rating or above Identify those qualities you want to improve. 6. Create an Effective Teacher Improvement Plan. Indicate specific actions you will take to move the identified qualities into a higher rating. Place this plan in your portfolio. The expectation is that you will identify an action each week and work on improving your teacher effectiveness. HE = Highly Effective An HE rating indicates that the teacher is an expert and has mastered this quality. AE = Approaching Effective An AE rating indicates a teacher who exhibits this quality 90% of the time. E = Effective An E rating indicates a teacher who demonstrates this quality at least 75% of the time and gets effective results. ME = Marginally Effective A ME rating indicates a teacher who infrequently (70% or less of the time) demonstrates the quality and needs to gain additional skills in this area. IE = Ineffective An IE rating means the teacher does not possess the quality. N/A = The quality is not applicable to the subject matter. Quality Indicators HE AE E ME IE N/A Teacher as a Person Listens actively Develops a personal relationship/interest in student while maintaining professional boundaries Values student input Exhibits love of teaching Shows passion for content area Enjoys teaching and learning Seeks new knowledge and skills Engages in reflective practice to improve teaching Sets high expectations for personal classroom performance 30
Page 2 and 3: Journal of Research in Innovative T
Page 4 and 5: Table of Contents Editor’s Column
Page 6 and 7: Editor’s Column National Universi
Page 8 and 9: training-based method for integrati
Page 10 and 11: The Editorial Board invites the rea
Page 12 and 13: The Influence of Social Worlds on E
Page 14 and 15: experience in a strong group settin
Page 16 and 17: Table 1 Example Scenario of a Burea
Page 18 and 19: hierarchy ensures a social position
Page 20 and 21: (see Figure 5). Each member is affo
Page 22 and 23: through four types of instructional
Page 24 and 25: Hierarchic (high grid, strong Group
Page 26 and 27: Figure 10. Didactic Task Structure
Page 28 and 29: Stansberry, S., & Harris, E. (2005)
Page 30 and 31: Utilizing current research-based co
Page 32 and 33: teachers. The instructor kept a mas
Page 36 and 37: Organizing for Instruction Carefull
Page 38 and 39: Accelerated Learning 33
Page 40 and 41: the learning process but rather to
Page 42 and 43: Csikszentmihalyi (1982) has written
Page 44 and 45: term (intersession) gets its name b
Page 46 and 47: Some Important Issues Scott and Con
Page 48 and 49: esponsibilities). A higher percenta
Page 50 and 51: them in such a way that the likelih
Page 52 and 53: makes a valuable contribution to ou
Page 54 and 55: North American Association of Summe
Page 56 and 57: E-learning 51
Page 58 and 59: Academic Learning Today Academic in
Page 60 and 61: In the original publication by the
Page 62 and 63: • Individual (1) — Group (2) co
Page 64 and 65: Challenges and Opportunities From t
Page 66 and 67: About the Authors Cynthia (Cindy) L
Page 68 and 69: AGILE TEACHING: A CASE STUDY OF USI
Page 70 and 71: the scope-by-name feature of Ruby e
Page 72 and 73: need to deal with. Students learned
Page 74 and 75: experiment with different options f
Page 76 and 77: the students evaluate the optimum s
Page 78 and 79: Using Bibliotherapy as a Tool for C
Page 80 and 81: different clients and their present
Page 82 and 83: supervisees with a brief synopsis o
Page 84 and 85:
Stick Figure, by Lori Gottlieb As t
Page 86 and 87:
psychological awareness to encourag
Page 88 and 89:
on the Internet. To keep the classr
Page 90 and 91:
The third portion of the discussion
Page 92 and 93:
Henry, S. (2005). A different appro
Page 94 and 95:
elementary-age students. Linked wit
Page 96 and 97:
considered in multicultural literat
Page 98 and 99:
In Finding One, the conclusion was
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Stephanie: “I learned that some p
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importance in society and in school
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published in the United States. Ret
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Reading Practices in Elementary Sch
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groups of students reading by apply
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Table 2 Participant-Reported Teachi
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Table 5A Teachers’ Reading Task P
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Because electronic texts are increa
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Conclusion As teachers work to impr
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Bilingual Education and Second Lang
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successful in hiring enough qualifi
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Five Innovative Strategies That Wor
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The third strategy is “Determinin
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the categories, synthesized and def
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Fereshteh, M. H. (1995). Multicultu
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Can Balanced Bilingualism Be Achiev
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As may be seen from this discussion
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Alternatives to Current Methodologi
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education when students are isolate
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Conclusion SL learning must be a tw
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Language as Tool for a Global Educa
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encouraging passive learning. Such
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Similarly, their actions or what go
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should therefore not be glued to th
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Supplementary Reading Since there i
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Bruce, M. G., Podemski, R. S., & An
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• Sentence combination (using con
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The Motivational and Attitudinal Ch
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Other researchers have challenged t
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education classes were taught in Ru
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Participants also described how the
Page 162 and 163:
Implications and Suggestions for Fu
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National University Carlsbad, CA Em
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Assessment and Evaluation 161
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affordance of opportunities for sel
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An examination of the peer-comment
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language used in the description an
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promotes self-discovery (Saulnier e
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Appendix A Sample Language from an
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Student Evaluations of Courses and
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that there is a consistent positive
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(teaching) for all classes (11 item
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Figure 1. The Nonlinear Relationshi
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About the Authors Nataliya Serdyuko
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Best Practices 183
Page 190 and 191:
The Textbook Elementary Statistics
Page 192 and 193:
If the mean number of visits was as
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discussion in such courses is slow;
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Table 1. A grade list for a class o
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Sloboda, B. W. (2005). Improving th
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The Journal of Research in Innovati
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About the Author In the end of your
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